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Abstract

The purpose of this study was to determine the impact of testing context, on the academic performance of third-grade students, with a particular interest in schools of poverty. Testing context is the use of technology as a tool in computerized-adaptive standardized testing, students’ technology skills, and the adequacy of school computer lab facilities. Using a causal-comparative design, the researcher examined 54 northwestern elementary schools, ranging in classification from “not applicable under Free Meal by Direct Certification” (low poverty schools) to 95% applicable (high poverty schools). The study found a positive relationship between teachers’ rating of testing conditions and the performance of third graders on statewide-standardized computer-adaptive tests in math and language arts. The study found a negative relationship between teachers’ rating of testing conditions and the level of poverty of a school. Additionally, the study’s findings included a predictive relationship between the teacher’s rating of testing conditions and student performance (pass/no pass) on standardized computer-adaptive tests in Math.

CU Commons Citation

Wilson, Curtis R. III, "The Impact of Testing Context of Computer-Adaptive High Stakes Testing on the Performance of Elementary Students of Poverty" (2017). Ed.D. Dissertations. 73.
https://commons.cu-portland.edu/edudissertations/73